Based on the practical demands of clinical nursing positions, this study constructs a team-based teaching model oriented toward job competency. It systematically explores its application effectiveness in urology nursing education to provide a replicable teaching approach for cultivating nursing professionals with comprehensive practice capabilities. Eighty nursing students undergoing clinical training in the Urology Department of Huai’an Fifth People’s Hospital from January 2024 to December 2025 were enrolled. Using computerized random sampling, they were divided into an observation group and a control group, each comprising 40 participants. The control group received traditional clinical mentoring, while the observation group underwent competency-based team teaching. Post-intervention, compare core competency dimensions, teaching satisfaction, and combined theoretical/practical scores between groups.The observation group scored significantly higher than the control group in all five core competency dimensions: and (8.91 ± 1.23), respectively, all significantly higher than the control group’s scores of (5.20 ± 0.95), (5.41 ± 0.95), (5.12 ± 1.03), (4.90 ± 0.52), and (5.20 ± 0.75), respectively. These differences were statistically significant (P < 0.05). Nursing students in the observation group reported higher satisfaction scores than the control group across all five dimensions (teaching content, teaching methods, etc.). Specifically, satisfaction with teaching methods reached (96.20 ± 9.75) points, significantly superior to the control group's (80.20 ± 4.30) points (P < 0.05). The theoretical exam scores (86.35 ± 4.25) and skill operation scores (85.70 ± 3.75) of nursing students in the observation group were significantly higher than those of the control group (71.20 ± 2.65) and (72.52 ± 2.81), respectively (P < 0.05). In conclusion, competency-based team teaching effectively addresses shortcomings in traditional instruction, comprehensively enhancing clinical adaptability and learning outcomes among urology nursing students. This approach has gained widespread recognition among students, aligns with modern nursing education reform directions, and warrants further promotion and optimization in specialized nursing education.
Keywords: Nursing Education, clinical practice, job competency, team-based teaching, urology
